Use and Evaluation of Web-Based Professional Development Services across Participant Levels of Support

Autor/inn/en	Whitaker, Steve; Kinzie, Mable; Kraft-Sayre, Marcia E.; Mashburn, Andrew; Pianta, Robert C.
Titel	Use and Evaluation of Web-Based Professional Development Services across Participant Levels of Support
Quelle	In: Early Childhood Education Journal, 34 (2007) 6, S.379-386 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-006-0142-7
Schlagwörter	Teacher Surveys; Internet; Professional Development; Web Sites; Computer Uses in Education; Instructional Systems; Teacher Attitudes; Shared Resources and Services + Suchen Sie Ihr Suchwort? Web-Design; Computernutzung; Unterrichtsorganisation; Lehrerverhalten; Gemeinwirtschaft
Abstract	When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels of support to teachers, and each participant's involvement in the project varies in terms of assigned level, frequency of logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs and teacher survey responses, to describe the relationship between teachers' perceptions of support, their specific project interactions, and the level of service they receive. We explored ways that a large-scale professional development project such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10